Among my students, Valentine’s Day is controversial. Their reaction ranges from love to hate, with most hovering around total indifference. Fortunately, there is a way to make a Valentine’s activity that appeals to all of the above because the poems range from the traditionally sweet, through the silly surprising, down to the frankly insulting. I used this activity with all my students of all levels. The only difference was that the more advanced students could do it faster and with less help.
What You Need:
How to Play:
- Show the student all the Valentine poems so they can pick their favorite.
- Determine the time signature.
- I do this by telling them I’m going to clap and say the first measure (“Roses are”). Once they figure out that it’s in 3/4 time, they can write that before the first word of the poem.
- Draw the first bar line.
- Since I’ve already told them that the first measure ends after the word “are,” they need a bar line there.
- Draw the first three notes above the first three syllables.
- Repeat counting and saying the first measure. Some students may need a few hints to realize that each of those syllables gets a quarter note.
- Finish the first line.
- Count and say the entire first line. I made the final word a dotted half note. Obviously, alternate rhythms are possible, but the main point is not what the rhythm is, but whether the student can identify and write whatever rhythm you do.
- Dictate the second line.
- I did it as a whole line now that they have the idea of what to do.
- Point out that the rhythm between first and second lines are exactly the same. That is normal and expected in this type of poetry. In music, it would be called a rhythmic motif.
- Repeat the process for the third and fourth lines. The rhythms here will not be the same.
- Have the student say and clap the whole poem in rhythm.
- If there is still time, move to the piano and compose a song. The notes can be any note in C major (all the white keys). The rhythm should be the rhythm they wrote down.
- To make it easier, you can put in all the bar lines and time signature first, and do only one measure at a time.
- To make it harder, don’t use the natural speaking rhythm. Syncopation or other unexpected rhythms usually go over well.
- To make it longer, have the student change the rhythm after having written down yours.
- To review the rhythms again afterwards, use percussion instruments to play it.
In the final week before Christmas, we were playing around with lead sheets and accompaniment styles. Jingle Bells is a great one to use because the kids all know it, and the right hand never goes out of a standard 5-finger pattern. Songs like that are rare.
When I planned this, I was worried it would be hard and frustrating for some of my kids, so I had planned a lot of Christmas jokes to use as interludes to break the tension. I needn’t have worried. They all enjoyed it, and I didn’t end up using any of the jokes at all.
What You Need:
- For older kids, no setup required.
- For younger kids, you could lay the cards out on the floor and use dice and a Christmas ornament to select a card.
How to Play:
- The student starts by sight reading just the right hand of the melody.
- Beginners could do just the first line, or they could learn it by rote instead of reading.
- Introduce or review the concept of a lead sheet.
- Reinforce the concept by playing Jingle Bells with the Root Note Accompaniment. That card has a carrot on my cards.
- Depending on the student, they could either play both hands or just the left hand.
- Once they’ve got the idea, start drawing cards (or rolling dice) and play Jingle Bells as many times and in as many ways as you have time for.
- The notes on the bottom of each card are there as a reminder only. The student should play by understanding the pattern, not by reading.
- The accompaniment styles vary widely in difficulty. For each card, make a quick evaluation about whether this student should play right hand, left hand, or both. As the teacher, you play whichever hand the student is not using. Many of the styles can be made easier by using both hands to play it.
- At the end, spread out all the cards the student has used and ask their opinion on which style of Jingle Bells they liked best. They liked being able to give their own musical review.
Most of my students love doing improv, but I find that the ability to create a good melody is very unevenly distributed among them. Some of them create great melodies just on instinct, and I don’t need to do much but encourage. Others stare at me blankly, repeat a broken C major chord over and over, or play an endless succession of one-fingered quarter notes that seem to be chosen at random. Regardless of their ability level, this exercise can help them think outside the box and create more interesting melodies.
What You Need:
- Piano Music (Whatever piece the student is currently working on is fine.)
- Blank paper
- Writing Utensil
- Cards with various curves on them. I use a set I drew by hand in about 5 minutes, but you could also print and cut up these.
What to Do:
- With the student, take a look at the piano music. Use the blank paper to draw the shape of the melody in the first phrase. Explain it as you go: “See how the second note goes up from the first? I’m going up on my paper. Then it stays there for three beats, so I’m going to draw a straight line. Then it jumps down to a lower note.”
- Have the student draw the melody of the second phrase.
- Whenever the student has got the idea, go back to the piano. Have the student pick one of the cards and create a melody based on that shape. It does not matter which way is up on the card: you can create different melodies depending on which way you hold it. Some of my kids needed me to do the first card to get them the idea. Some of them also needed several tries to get it right.
- After you’ve done several shapes individually, you can string them together to create a song. The student shouldn’t be doing any left hand accompaniment at this point, but you can do some as a duet part.
- If you’re doing this as improv, you’re done. If you’re doing it as a composition, you can then help your student write out the melody they’ve just created.
Here is a quick, no-prep improv to do with students. All of mine enjoyed it.
The student can use any key on the keyboard. They’ll be using their imagination to play something that sounds appropriate, as you talk them through a thunderstorm. If possible, they should be playing continuously.
The teacher will talk through these steps:
- First, the rain is far away and not very loud.
- Gradually, it comes closer, so that the first raindrops actually fall on you.
- The rain grows steadily faster and louder until you are drenched in a downpour.
- Suddenly, there is a thunderclap! (But the rain continues.)
- And another thunderclap!
- There is a brief lull, as the rain lessens.
- With another thunderclap, the rain comes back in full force.
- The wind blows in fits and starts.
- Gradually, the rain moves off, getting softer and lighter as it fades into the distance.
- Until you are left with only a rainbow.
It’s quite interesting to see how many different effects different students come up with, following this same pattern.
In this week’s lessons, we are working on improv. I start out with asking the student to play something that sounds happy and bouncy. Then they play something sad and gloomy. If necessary, we talk about what these things mean in a musical sense. High or low? Staccato or legato? Major or minor? Forte or piano? Allegro or Adagio? A lot of my kids don’t really need that explanation. They get it naturally.
At that point, I bring out a short picture book. Theoretically, any book would work, but my absolute favorite is “My Many-Colored Days” by Dr. Seuss. It’s short, it’s got interesting artwork (not by Dr. Seuss), and it covers pretty much every emotion possible, which makes it easier to decide how to vary the music. I read the book while the student improvs the soundtrack. If I think they can improv it better, I make a suggestion based on the emotion we’re going for. This helps with those students who are liable to play pretty much the same thing every time.
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